Inclusive and Intercultural Pedagogies

Pratt’s Center for Teaching and Learning is committed to supporting inclusive and intercultural pedagogies across different teaching modalities at the Institute.  

Current Semester Events

Check back for more events in Fall 2021!

Latest Inclusive Pedagogy Announcements

Past Projects and Initiatives

Universal Design for Learning – Spring 2020

This session will introduce you to the basic goals and structures of Universal Design for Learning framework to then apply them to your own classes. We’ll explore this tool in order to address the following question:  Who is being left behind because of my course design and what I can do about it?

More information will follow.

Art Critiques with ESL Students with Allison Yasukawa – Fall 2019

While navigating the critique process presents a challenge for all novice art/design students, the learning burden is especially high for ESL students who are negotiating multiple linguistic and cultural demands in critique contexts. This workshop will address the specific challenges that ESL students face in critiques and present materials and activities that instructors can incorporate into studio curriculum in any discipline with an orientation toward student agency and the co-construction of knowledge about critiques.

More information

Identity and Cultural Competency – Fall 2019

Participants in the Culturally Responsive Pedagogies / Identity and Cultural competency workshops learned to create classroom/studio interactions for diverse group of learners. Faculty participants also learned currently accepted terminology for referring to people of different social and identity groups. 

Read the description of the workshop

Assignments Against the Grain – Fall 2019

Assignments against the Grain is an interdisciplinary faculty programming for designing inclusive class assignments and exercises. During the 2019 Fall semester, this programming takes the form of a three-part workshop series, conducted through three sessions.

More information

Reading Circle:  Integrating Mindfulness into Anti-Oppression Pedagogy – Fall 2019

In the Fall 2019 semester the focus of the Reading Circle was using Mindfulness practices (mindful listening, reframing resistance, mindful dissonance) in diverse higher ed classrooms. At each Reading Circle session we talked about one selected article from contemporary literature on Pedagogy.

Access the schedule and the book

Inclusive Pedagogy Working Group – Spring 2019

This Working Group met four times during the Spring 2019 semester to discuss, ideate and propose a plan for teaching and learning events that would then be implemented by the Center for Teaching and Learning during the next academic year.

IPWG Recommendations

Difficult Dialogues – Spring 2019

The theme for the Spring 2019 Inclusive and Intercultural Pedagogies conversation series was Difficult Conversations in the classroom and studio.  During this series we looked at how we might strategically include these topics into our teaching plans, how we can anticipate and respond to hot topics and engaged in self reflection about our own assumptions on knowledge, our own teaching practices, the curriculum, and power. 

Reflecting on Unquestioned Norms

Teaching with Diversity – Spring 2019

In the Spring 2019 semester the focus of the Reading Circle was Teaching with Diversity. At each Reading Circle session we talked about one selected article from contemporary literature on Pedagogy.

Read the articles

Inclusive Pedagogy Scholars Program (2017-18)

The Inclusive Pedagogy Scholars Program (IPSP) is initiated by faculty, students, and administrators at Pratt Institute. This initiative was proposed and developed by Black Lives Matter Pratt and the Social Justice/Social Practice Collective. IPSP is supported through the generosity and commitment of the Provost’s Office. Its mission is to promote diversity, equity, inclusion, and social justice on campus. By researching and assessing the needs of individual schools, the IPSP program will synthesize, strategize, and implement positive actions in order to address issues of exclusion, in both the curriculum and pedagogical practices used in classrooms and studio spaces across the Institute.

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